Implementing an Assessment Plan to Document Student Learning in a Two-Year Technical College

Ruhland, Sheila K.; Brewer, Jerrilyn A.

doi:10.5328/jver26.2.141

Cited by 22 publications

(21 citation statements)

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“…A variety of assessment tools have been developed to measure student learning including standardized exams (e.g., commercial exams, oral exams, national license, professional exams), competency based measures (e.g., performance appraisals and simulations), and external reports (e.g., senior projects, student exhibitions, employer surveys, student portfolios; Peterson & Einarson, 2001;Ruhland & Brewer, 2001). Different learning outcomes may require different assessment tools.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Likewise, a short paper requiring a student to analyze a specific business problem may be an appropriate tool to assess written communication, but because of the narrow scope of the problem, an inappropriate tool to assess knowledge of the business core. Each assessment tool has strengths and weaknesses and as such, multiple measures of assessment are necessary to assess student learning (Apostolou, 1999;Mirchandani, Lynch, & Hamilton, 2001;Ruhland & Brewer, 2001;VanHuss, 1996).…”

Section: Literature Reviewmentioning

confidence: 99%

“…For an assessment plan to be successful, it must be dynamic and ongoing. It must have measurable results, as well as feedback loops that direct curricular changes (Ruhland & Brewer, 2001). Although this process may seem onerous to some faculty, assessment should be of keen interest to all those who view student learning as the reason they chose the profession.…”

mentioning

confidence: 99%

“…This implies that assessment data should be used to make pedagogical and curricular changes (Black & Duhon, 2003; Correspondence concerning this article should be addressed to Thomas J. Callahan, School of Management, 19000 Hubbard Drive, Dearborn, MI 48126, USA. E-mail: Nahallac@umich.edu Ruhland & Brewer, 2001). For an assessment plan to be successful, it must be dynamic and ongoing.…”

mentioning

confidence: 99%

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Developing an Undergraduate Assessment Test: A Mechanism for Faculty Feedback About Retention

Callahan

Strandholm

Dziekan

2009

Journal of Education for Business

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Developing an Undergraduate Assessment Test: A Mechanism for Faculty Feedback About Retention

Callahan

Strandholm

Dziekan

2009

Journal of Education for Business

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“…Universities are being called to document new learning-what students know now that they did not know upon entering the university. Due to this outcomes emphasis alternative assessments to the traditional examinations are being employed for accountability purposes (Ruhland & Brewer, 2001). Because of the increased interest in learning outcomes assessment a divergent paradigm has emerged -assessment of learning and assessment for learning (Barrett & Carney, 2005).…”

Section: Introductionmentioning

confidence: 99%

Tool use in open learning environments: In search of learner-related determinants

Clarebout

Elen

2008

Learning Environ Res

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IntroductionBeliefs about teaching and learning play an important role in transforming classrooms through the use of technology (Ertmer, 1999(Ertmer, , 2005. Additionally, attitudes toward technology can influence teachers' technology uses (Myers & Halpin, 2002;Yildirim, 2000). In order to prepare preservice teachers to use technology effectively, it is necessary to examine their beliefs about learning and teaching and their attitudes toward technology. Teacher educators must act as role models for preservice teachers and prepare them to use technology in their future professional practices. In this paper we report the results of a study that examined teacher educators' beliefs and technology uses in relation to preservice teachers' beliefs and technology attitudes. Ertmer (1999) described two types of barriers to technology integration: first-order barriers and secondorder barriers. First-order barriers are extrinsic to teachers and include lack of access to hardware and software, time, and necessary support. Second-order barriers are intrinsic to teachers and include teachers' belief systems about teaching and learning, as well as their familiar teaching practices, which can affect meaningful technology integration. Since second-order barriers are more ingrained and personal than first-order barriers, they may be harder to overcome. Current literature Niederhauser & Stoddart, 2001; Norm, Grabinger & Duffield, 1999) indicated that teachers who had more constructivist or student-centered beliefs tended to use technology and engage the students in more technology-supported student-centered learning activities, while those who had more traditional or teacher-centered beliefs tended to use less technology and had students use technology to reinforce skills.Some researchers (Cifuentes, 1997;Daniel, 1996; Friel & Carboni, 2000; Hart, 2002) suggested that participation in teacher education programs could influence preservice teachers' beliefs. In teacher education courses, teacher educators create learning environments through specific teaching strategies that allow preservice teachers to experience models of teaching and learning that they might use in their future teaching. Supporting the strategies that teacher educators employ are their underlying beliefs about teaching and learning (Pajares, 1992). Since we may be able to predict teacher educators' teaching practices from their beliefs, and their practices are likely to influence preservice teachers' beliefs, it may be possible to predict preservice teachers' beliefs from teacher educators' beliefs. Thus, one of the research interests in this study was the relationship between teacher educators' beliefs and preservice teachers' beliefs.Besides beliefs, attitudes are thought to serve as predictors of behaviors (Richardson, 2003). Applied to technology use, attitudes toward technology are expected to predict one's uses of technology. According to Aiken (1980), attitudes can be "learned directly by observing the activities of people who are perceived as signific...

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Procrastination predicts online self-regulated learning and online learning ineffectiveness during the coronavirus lockdown

Hong

Lee

2021

Personality and Individual Differences

208

159

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Implementing an Assessment Plan to Document Student Learning in a Two-Year Technical College

Cited by 22 publications

References 2 publications

Developing an Undergraduate Assessment Test: A Mechanism for Faculty Feedback About Retention

Developing an Undergraduate Assessment Test: A Mechanism for Faculty Feedback About Retention

Tool use in open learning environments: In search of learner-related determinants

Procrastination predicts online self-regulated learning and online learning ineffectiveness during the coronavirus lockdown

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